Humanistic Approaches to Teaching

Humanism would concentrate upon the development of the child's
self-concept. If the child feels good about him or herself then
that is a positive start. Feeling good about oneself would
involve an understanding of ones' strengths and weaknesses, and a
belief in one's ability to improve. Learning is not an end in
itself; It is the means to progress towards the pinnacle of self-development,
which Maslow terms 'Self-actualisation'. A child learns because
he or she is inwardly driven, and derives his or her reward from
the sense of achievement that having learned something affords.
This would differ from the behaviourist view that would expect
extrinsic rewards to be more effective. Extrinsic rewards are
rewards from the outside world, e.g. praise, money, gold stars,
etc. Intrinsic rewards are rewards from within oneself, rather
like a satisfaction of a need. This accords with the humanistic
approach, where education is really about creating a need within
the child, or instilling within the child self-motivation.
Behaviourism is about rewards from others. Humanism is about
rewarding yourself!

Much of a humanist teacher's effort would be put into
developing a child's self-esteem. It would be important for
children to feel good about themselves (high self-esteem), and to
feel that they can set and achieve appropriate goals (high self-efficacy).
This form of education is known as child-centred, and is typified
by the child taking responsibility for their education and owning
their learning. The behaviourists might advocate positive
reinforcement such as praise, and punishment in the form of
negative criticism. Both praise and blame are rejected by the
humanists. Children can become addicted to praise, and put much
effort into receiving praise from their teachers. Such children
will often work for the praise, and not work if their efforts go
unnoticed. This is so unlike an interested adult surfing through
the internet, who derives satisfaction from learning something
new, even though nobody is around to witness this acquisition of
knowledge. If education is preparing the child for adult life, it
would seem the humanist approach is the correct one.

The humanist teacher is a facilitator, not a disseminator, of
knowledge. Participatory and discovery methods would be favoured
instead of traditional didacticism (i.e. learn parrot-fashion
every thing the teacher says). As well as the child's academic
needs the humanistic teacher is concerned with the child's
affective (or emotional) needs. Feeling and thinking are very
much interlinked. Feeling positive about oneself facilitates
learning.

Humanistic - The self or the individual is important. Not the
similarities between humans as much as the individuality of
humans.

Rogerian Phenomenological theory

Important terms:

Client-centred therapy - clients define the problems, propose
a solution and implement it. (opposite is Directive therapy)
Phenomenology - the world as perceived by the
individual rather than as it really is.
Humanism - Literature, Philosophy, Psychology -
historically - concerned with human worth, individuality,
humanity, freedom for the individual to determine personal
actions. Development of human potential is highly valued; the
attainment of material goals is de-emphasised.
Self-actualisation - the end toward which all humans
strive.

Skinner - perfect society described in his novel, Walden II,
1948 - positive reinforcement,
no aversion.
Trying to create a better society by openly controlling its
inhabitants with positive reinforcement. Rogers
believes that Skinner assumes that social control will be in the
better interests of society, but doubts that this would really
happen.
Skinner - the most effective practices would survive. Rogers
- society should self-actualise.

1) Reality is phenomenological - Each has own world, cant
be really known by anybody else.

2) Need to self actualise is the motivation behind
behaviour. Dont need a list of needs, drives or
goals, just the need to self-actualise.
Problem defining self-actualisation It
involves becoming whatever one can become through
activities determined by oneself (Maslow, 1970).
Self-actualisation - directional process - maturation -
increased competence, survival, reproduction etc. Other
theorists would see these as goals, but Rogers
sees these as merely tendencies that characterise an
overriding process.
Self-actualisation - moves towards self-government, self-regulation
and autonomy. Moves away from heteronymous control,
or control by external forces.
Self-actualisation - need to develop in the direction of
healthy, competent, and creative functioning. If
unhealthy - this can be because of bad life experiences.

3) Behaviour is within the context of personal realities.
we need to understand anothers point of view in
order to understand their behaviour. Important to have
open communication.

4) Self is constructed by the individual. We listen to
others, and according to what they say we can introject
and believe this is what we are. We can also observe the
effectiveness of what we do, to inform us about ourselves.

5) We behave according to our concept of self. Whatever
we believe we are capable of we strive to do. If we are
not really capable, we might fall ill, for example, as
this would provide an excuse acceptable to our concept of
self.

Evaluation

Intuitively correct

Not clear about some terms especially Self-actualisation.
Not based on replicable rigorous research. But, a useful way to
look at humanity.

Ambiguous, vague and woolly.

Students have fun, but are they learning what they should be learning?

Who defines what children need to learn?

But a school does not have to become totally humanistic. Humanism
can apply to the curriculum, teaching method, or style of teacher

In reality a teacher can pick any approach that suits the particular
lesson being taught; Skinner, Piaget, Vygotsky and Rogers can all be used.

Because teachers often use a combination of approaches it is difficult to
determine which approach is most effective.

Traditional

Groups

Students can express their feelings more openly, discover and
clarify their feelings. Explore interpersonal relationships
Articulate personal values. Games - including role-playing.
Problems - Novice teacher will lack specific guidelines.

3 approaches

1) Open classroom

2) Learning Styles

3) Co-operative learning

Problems with traditional schools

Compelled to attend
Little choice in the content of a curriculum, the value of which
may not be apparent.
Share teachers time and other resources with other students.
Classmates differ from one another in ability and experience.
Have to put up with an instructional tempo that is often either
too fast or too slow. Set of rules - not talking, moving around,
going to the toilet. [Not user-friendly!] no doubt that
traditional schools favour some.